Royal Government of Bhutan
Tsimalakha Lower Secondary School
Tsimalakha, Chukha
Mid- Examination, 2012
English Paper- II (Reading
&Literature) Writing
Time: 2 Hours
Grade: VIII Total
Mark: 100
READ THE
FOLLOWING DIRECTIONS CAREFULLY:
1. Do not write for the first fifteen
minutes. This time is to be spent reading the
questions. After having read
the questions, you will be given two hours
to answer all
questions.
2. Answer to all the
questions must be written neatly in
the answer sheets provided.
3. In this paper, there are three
sections: A, B and C. Each section has two sets of
Questions, Set I and Set II. Set I comprises of Question
nos. 1a and 1b and Set II
corresponds to Question no. 2 across all sections. You must attempt
one set of
questions from each section.
4. You must attempt three sets
of questions in all. Your choice must
include one Set II
question (Question no.2) from any section.
5. Do not attempt questions
from two different sets. Your choice is strictly
between the
two sets of questions
provided for each section.
6. Read the directions to
each question carefully and write all
your answers in your
answer sheets
7. Remember to number your answer. Write down the section, Set and Question
number before writing your
answer.
8. Once the examination begins, you will not be allowed to ask questions, speak with
others, or move around.
9. Remember to write quickly
but neatly.
10. Do not leave the
examination hall before you have made sure that you have answered
all the questions.
11. Do not forget to write
your name and section.
SECTION A
SHORT STORY -35 MARKS
Direction:
From the two sets of questions under this genre, choose ONE SET and write your
responses in your answer sheet.
Set I
(35
marks)
Direction: Identify the given excerpt and answer the following
questions.
… After three blocks he slowed down, panting, his face set
with fury. The habit of thinking, encouraged by his parents at every
opportunity, began to function.
“’ I know what’s best
for you. I know what’s best for you.” That’s I ever hear!”muttered Jimmy.
Question Ia
(15 marks)
Direction: Choose the correct answer from the four
responses given, and write it down in your answer sheet.
1. The title of the above given excerpt
is
a. The Nest b. Which Way
c. Our prayer for the
Land, Our being d.
Anne Frank’s Diary
2. The main character in the
story is;
a. Jimmy b. Paul
c. Mrs. Swanson d.
Mr. Swanson
3. Which of the following is not a character trait of Jimmy?
a. flexible b. rebellious
c. thoughtful d. loyal
4. Which statement is incorrect
about the story?
a. Jimmy is rebellious b. Jimmy invited Paul for supper
c. Paul’s mother is a
drunkard d. the two friends were very close
5. Choose the correct arranged events;
I. Mrs. Swanson Softly bent, kissed him and
said “Jimmy, I am proud of you.”
II. They met at the Drugstore.
III. “I got to call her,” said Jimmy humbly.”
Just a minute.”
IV. Mrs. Swanson said, “ You make me sound like a dictator.”
a. I, II, III, IV b. IV, II, III, I
c. II, III, IV, I d. III, II, I, III
6. The two best friends decided to go for a;
a. party b. swimming
c. camping d.
hiking
7. What bothered Mrs. Swanson in her decision making for her son;
a. his growing power to analyze situation b. his supernatural powers
c. his tendency to remember things d. he would run away to town
8. Choose the slightly right theme for the story;
a. relationship should be honoured and respected b. life is not a bed of rose
c. nothing is impossible to
a willing heart d.
learning is doing
9. “We
won’t discuss it further,” Mrs. Swanson’s voice was suddenly like steel. Identify the figure of speech in the
italic sentence.
a. metaphor b. personification
c. simile d. onomatopoeia
10. Jimmy’s mother doesn’t like her son’s associating with Paul
because
a. he came out from Reform
school b.
he goes to party every time
c. he smokes. d. he loves to bully young ones
11. Jimmy doesn’t like his mother because she always
a. dictated what to do b.
scolded him
c. beat him d.
made him work
12. Jimmy’s heart beat fast to meet Paul because
a. he was true friend and
loyal b. he had edible things to share
c. he has determination to
be sincere d. he loves Paul
13. For the exciting event/adventure organized by Paul;
a. only Paul turned up b.
all the friends turned up
c. only Jimmy turned up d. Jimmy and Mrs. Swanson turned up
14. “He was about fourteen, with dark hair and bright dark eyes. He
wore dungarees.” The person described is;
a. Jimmy b. Mrs. Swanson
c. Paul d. Mr. Swanson
15. Jimmy was rebellious because
a. Mrs. Swanson doesn’t
respect Paul b.
Paul hates Jimmy
c. he loves Mr. Swanson d. Mrs. Swanson loves Paul.
Question II
(20
marks)
B. Write short answers for the questions given in
your answer sheet.
1.
Why do you think Mrs. Swanson doesn’t like Paul? (5
marks)
2.
Do
you like Jimmy’s parents, why or Why not? (3 marks)
3.
Discuss
four character traits of Jimmy? Support with the help of examples. (5 marks)
4.
How
does Jimmy look upon his mother? Explain. (2 marks)
5.
If
you have a broken family, how would you take care of yourself? (5 marks)
Set II
SET II
(35 marks)
Direction: Read the questions carefully and answer it in your answer sheet. ERQ- (5x7=35marks)
1.
Why did Jimmy feel a queer and frightening sense
of loss, as well as of gain? Explain.(7
marks)
2.
Imagine that you are Paul and no one turns up
for the event. How would you feel and
what would you have done? (7
marks)
3.
List three incidents from the text that Jimmy
was rebellious by nature? Note your thoughts, how you would have
reacted if you were his brother?
(7 marks)
4.
Jimmy
doesn’t like his mum’s words,” My decisions are made for your own good.”
Analyse the dialogue and share
your perceptions. (7
marks)
5. “
…The Swanson’s were a happy family; but
these days a strange restlessness had
come into it.” What
do you think could be the cause of their distress? Explain. (7
marks)
ESSAY (35 marks)
Direction:
There are TWO SETS of question under this genre. Choose any of the two SETS and answer the questions in the answer sheet provided.
Read the essay carefully and answer the
questions that follow.
Like the electronic
“Information” we consume, the sphere of our activity and of the connections
that make up the little world we live in have become a collection of
disconnected fragments. We consume or use with little sense of the
repercussions beyond our immediate surroundings.
Life in industrialized
societies has become so complex that we need specialists of all kinds –
plumbers, electronic experts, mufflers and brake specialists, nurses, TV
repairmen. Although I use a computer and drive a car, for example, I don’t
understand the intricacies of how they work or how to fix them when they don’t.
And so we tend to see the
world as a mosaic of disconnected bits and pieces rather than as an integrated
whole in which we understand the relationship between cause and effect. We lose
sight of the fact that we are biological beings who live in a finite world where
matter is endlessly recycled through biological action in air, water and soil.
And not knowing where our consumer goods come from or where they end up, it’s
hard to relate how we live with the environment consequences.
In cities, we place our
garbage at the curb in plastic bags, cans or boxes, and like magic, it conveniently
disappears from our view and our minds. I once spent a day at a waste disposal
site at Toronto, looking at what was being discarded. There were all kinds of
materials that didn’t have to be there: grass crippling (and leaves in the
fall), wood that could be chipped, paper of every conceivable type, plastic
containers, metal objects. Even with Toronto’s vaunted blue box program, the
output of unnecessary garbage is enormous.
I thought of that dump while
flying in a tiny commuter plane from Montreal to Val d’Or. During the short
flight, a continental breakfast was served in a plastic case. Inside were a
plastic cup of yogurt, a plastic cup of orange juice, a plastic bag contain a
plastic stirring rod, spoon and a fork as well as individually wrapped sugar,
cream, and hand towel. Coffee was served in a foam cup. By the end of the meal,
each passenger has a mound of packaging that was then swept into a plastic bag
and deposited at the airport. This is
repeated thousands of times daily all over the country. A visit to a dump makes
you realize that we have to replace these unnecessary wastes with reusable
things.
A few years ago while filming
an introduction to a report on the biological functions of different kinds of muscle;
I use the light and dark meat of the chicken to illustrate. The lighting man
exclaimed with surprise, “Is chicken meat a muscle?” when our food comes neatly
packaged in a plastic containers, the link between a piece of meat and a once
living animal becomes a tenuous. But as animal ourselves, we are totally dependent
on other living organism for every bit of our nutrition. A visit to
slaughterhouse and a factory farm would be a powerful reminder of our biological
roots and our need for other life forms.
It’s the same with plants. Few
of us have spent any time on a farm or understand the factories that propel
farmers to rely on chemicals to ensure high yields while struggling against
weather, pests, and disease, or the compromises that are made to enhanced
food’s shelf life, transportability and appearance. As soil and water
accumulate pesticides, fungicides and preservatives, fruit and vegetables are
bound to incorporate them. If young people spent time working on a farm, they
would have a far different appreciation of the food they eat, not to mention
the economic plight of farmers.
In cities and towns, we take
our water and sewers for granted- just turn on the tap and out it flows. Flush
the toilet or pour waste down the sink and we send it on its way without a
thought about where it ends up. Yet often the water we consume is drawn
downstream from someone else’s effluent or from wells into which dump is
draining. Beaches that are no longer swimmable are directly related to the
flushing of our toilets. Every responsible citizen should make an extensive
tour of our sewer outlets and water treatment facilities to see how our
activities are interconnected.
It’s the same with energy. We
turn our lights and machines on and off with little thought of where the energy
comes from and its environmental cost. Only when there’s a power failure are we
aware of how dependent we are on electricity. Canadian folklore says that our
great rivers and fossil fuel deposits provide a near limitless source of
energy. But we are far less informed about the ecological destruction that
accompanies huge hydroelectric dams or potential greenhouse warming from coal-
and oil fired plants. All we want is to be sure to have electricity at the
flick of the switch.
We have to acquire a deeper
understanding of total cost of modern life in the context of a finite planet.
Every benefit and convenient has hidden effects that we inflict on the
environment. Children need to learn their lessons from firsthand experience at
slaughterhouse, farms, factories, water sources, hydroelectric and nuclear
power plant, sewage treatment facilities, garbage dumps, plumb mills, logging
and reforestation areas, mining sites, etc. Even in the largest urban centre,
we are still interconnected and dependent on our surroundings far beyond city
limits.
Question Ia
(15 marks)
Direction: Choose the correct answer from the four
responses given, and write it down in your answer sheet.
1. According to the essay, we use
things without understanding the relationship between
a. cause and effect b. good and evil
c. life or death d.
seasons
2. In which city did the
author spent a night at the disposal site;
a. Newyork b. London
c. Toronto d.
Montreal
3. The amount of garbage at the disposal site will increase in the
future because;
a. lots of factories are
coming. b. people are ignorant about the
effect.
c. people consume lots of
goods. d. Government is careless.
4. Which of the following is
not ONE of the 3Rs,
a. reduce b. recycle
c. reuse d. redo
5. The essay belongs to ______ genre.
a. fiction
b. fantasy
c. non-fiction d. biography
6. Beaches are no longer swimmable because;
a. toilet outlets stream
down to river and seas. b. sharks are after human lives.
c. swimming is expensive
in the west. d.
people hate swimming.
7. According to the text,
_________ provides a limitless source of energy.
a. fossils and rivers b. air
c. trees
d. water and plants
8. Animal and surrounding is considered to be;
a. not connected b.
re-connected
c. inter-connected d.
less connected
9. The following mentions are considered to be causes of water
pollution EXCEPT:
a. toilet outlets b. sewage
c. effluent d. swimming
10. When the author flew in a commuter plane, he found that the
breakfast was served in ;
a. plastic cases b.
glass cases
c. paper cases d. reusable cases
11. From the four pillars of GNH, which pillar do you think, the
essay fosters?
a. good governance b.
preservation of cultural heritage
c. socio-economic
development d.
conservation of natural resources
12. We can understand our biological roots and needs for other life
form if we visit;
a. slaughterhouse and
factory farm b. Lhakhang and temples
c. oil plants d. sewage disposal sites
13. Choose the most appropriate title for the essay;
a. Reconnecting with the
Earth
b. Water Pollution
c. Industrialization d. Sewage issue
14. The meaning of the word ‘slaughter’
in the text is;
a. killing animals b. compassionate killing of animals
c. cruel killing of animals d. raising animals
15. The most appropriate cause of Green house effect is;
a. waste disposal b.
water pollution
c. air pollution d.
sound pollution
Question
II (20 marks)
B. Write short answers for the questions given in
your answer sheet.
1.
Write the relationship between ‘cause and
effect ‘in the context of the essay? (4 marks)
2.
Mention
two causes that disturb the balance of eco system? And discuss it. (3
marks)
3.
Write
four causes of water pollution?
(3marks)
4.
Do
you think it’s important for us to judge the effects of our action? Why or
why not ?
(5 marks)
5.
How
do you think industrialization affect the global community? (5 marks)
Set II(35
marks)
Direction: Read the questions carefully and answer it in your answer sheet.
ERQ- (5x7=35marks)
1.
Do you think it’s important for the global
community to think as one to combat
‘Nature crisis? Why or why
not?
(7 marks)
2.
Give a title for the essay. Support your title
with evidence from the text. (7
marks)
3.
What are some of the activities carried out in
the school to keep your surrounding
clean and green? (7 marks)
4.
Write down the major ideas expressed in the
essay in 90 words. (7
marks)
5. If
you are the chief commissioner of National Environment commission, how would
you make policies(rules and regulation) to protect our environment? (7 marks)
POETRY – 30 MARKS
Direction: Read the
poem given below carefully. From the two sets of questions on this text,
choose one set and write your responses in your
answer sheets.
The Giant
There came a giant to
my door,
A giant fierce
and strong;
His step was heavy on
the floor,
His arms were ten
yards long.
He scowled and
frowned; he shook the ground;
I trembled through and
through;
At length I looked him
in the face
And cried, “Who cares
for you?”
The mighty giant, as I
spoke,
Grew pale and thin and
small,
And through his body,
as’twere smoke,
I saw the sunshine
fall.
His blood-red eyes
turned blue as skies,
He whispered soft and
low.
“Is this”, I cried,
with glowing pride, -
“Is this the mighty
foe?”
He sank before my
earnest face,
He vanished
quite away,
And left no shadow in
his place
Between me and the
day.
Such giants come in
every part,
They melt before the
strong man’s eyes,
And fly the true of
heart.
Charles Mackey
Question Ia
(10 marks)
Direction: Choose the
correct answer from the four responses given, and write it down in your answer
sheet.
1. The poem consists of ____ stanzas.
a. one b. three
c. two d.
four
2. The second stanza
contains _____ lines.
a. six b. eight
c. seven d.
nine
3. The gaint in the poem is
a. bold b. coward
c. sincere d. simple
4. The poem teaches us to;
a. challenge
difficulties b. love things around us
c. treasure relationships d. befriend monsters
5. The poet uses quotation mark to;
a. separate quotation from
description. b. point the speaker talking with himself.
c. show exact words spoken
by the speaker.
d. speak directly to the
audience
6. “His blood-red eyes turned blue as skies” is an example of;
a. metaphor b. onomatopoeia
c. simile d.
personification
.
7. All the following sentences are examples of personification EXCEPT;
a. the beautiful birds are chanting melodious
songs. b.the flowers danced in the wind.
c. the trees bent to embrace the loving creatures d. there are lots of animals living.
8. “The book fell on the
ground with a thud. The figure if speech used is;
a. hyperbole b.
Onomatopoeia
c. metaphor d.
Simile
9. The synonym for the word fierce is;
a. angry b. frowning
c. smiling d. shouting
10. The antonym for the word vanish is;
a. appear b. immediately
c. disappear d. forever
Question II
(20 marks)
B. Write short answers for the questions given in
your answer sheet.
1.
Give another title for the poem. Give reasons for choosing the
title? (3 marks)
2.
Describe the appearances of the giant
in 50 words. (3 marks)
3.
Describe the feelings of the boy when he spoke
to the giant? (5 marks)
4.
What made the giant vanish from the
sight of the speaker? (4
marks)
5.
Summarize the poem in your own words
in six sentences.
(5 marks)
Set
II
SET II
(30 marks)
Direction: Read the questions carefully and answer it in your answer sheet.
ERQ- (5x7=35marks)
1. List
three figures of speech from the poem and explain what its implications
to the poem. (6
marks)
2. How would you react if you were the speaker and a monstrous giant
appears
in front of you? (6 marks)
3. List
three things that make you frightened? Find ways how you would overcome
your fear?
(6 marks)
4. Do you like this poem? Why or why not? (6
marks)
5.
Narrate an incident when you felt frightened
and how you responded, in not
more than two paragraphs. (6
marks)
Royal Government of Bhutan
Tsimalakha
Lower Secondary School
Tsimalakha,
Chukha
Annual
* Examination, 2014
English
Paper: I
Writing Time: 2 Hours
Class:VIII
Total Marks : 100
|
DO
NOT forget to write your name and section on the Answer Sheet(s).
IF
YOU HAVE ANY QUESTIONS, ASK THEM NOW!
|
Class 8 Total Mark: 100
Section A – Writing
Question I – 40 Marks
Direction: Write
a Descriptive Essay of about 300- 350 words on any ONE of the topics given
below.
1)
Write
about your favourite book you read this academic year.
2)
What
you want to be when you grow up.
Question II – 20 Marks
Direction: You
are Karma studying in Sonam Lower Secondary School in Samtse as a boarder.
Write a letter on one of the
following situations given below in three well written
paragraphs. Marks will be
awarded for correct layout, especially appropriate language and
content.
1)
To
your principal asking permission to let your class go for a study tour to Paro
Taa-Dzong , giving the detailed objectives and the significance of the trip.
2)
To
your parents convincing them to let you stay as a day scholar when you join Tendu
Higher Secondary School in 2015.
Section B – Language
Question III – 15 Marks
Direction: Read the passage below
carefully and write a short summary keeping in mind the following points:
§
Your
summary should have five short sentences.
§
Your
summary should make sense.
§
Remember
to include the most important points.
§
All
the unnecessary points should be left out.
§
Sometimes
many words can be replaced by a single word.
A
major change that has occurred in the Western family is an increased incidence
in divorce. Whereas in the past, divorce was a relatively rare occurrence, in
recent times it has become quite commonplace. This change is borne out clearly
in census figures. For example thirty years ago in Australia, only one marriage
in ten ended in divorce; nowadays the figure is more than one in three (Australian
Bureau of Statistics, 1996: p.45). A consequence of this change has been a
substantial increase in the number of single parent families and the attendant
problems that this brings (Kilmartin, 1997).
An
important issue for sociologists, and indeed for all of society, is why these
changes in marital patterns have occurred. In this essay I will seek to
critically examine a number of sociological explanations for the 'divorce
phenomenon' and also consider the social policy implications that each explanation
carries with it. It will be argued that the best explanations are to be found
within a broad socio-economic framework.
One
type of explanation for rising divorce has focused on changes in laws relating
to marriage. For example, Bilton, Bonnett and Jones (1987) argue that increased
rates of divorce do not necessarily indicate that families are now more
unstable. It is possible, they claim, that there has always been a degree of
marital instability. They suggest that changes in the law have been significant,
because they have provided unhappily married couples with 'access to a legal
solution to pre-existent marital problems' (p.301). Bilton et al. therefore
believe that changes in divorce rates can be best explained in terms of changes
in the legal system. The problem with this type of explanation however, is that
it does not consider why these laws have changed in the first place. It could
be argued that reforms to family law, as well as the increased rate of divorce
that has accompanied them, are the product of more fundamental changes in
society.
Another
type of explanation is one that focuses precisely on these broad societal
changes. For example, Nicky Hart (cited in Haralambos, 1995) argues that
increases in divorce and marital breakdown are the result of economic changes
that have affected the family. One example of these changes is the raised
material aspirations of families, which Hart suggests has put pressure on both
spouses to become wage earners. Women as a result have been forced to become both
homemakers and economic providers. According to Hart, the contradiction of
these two roles has lead to conflict and this is the main cause of marital
breakdown. It would appear that Hart's explanation cannot account for all cases
of divorce - for example, marital breakdown is liable to occur in families
where only the husband is working. Nevertheless, her approach, which is to
relate changes in family relations to broader social forces, would seem to be
more probing than one that looks only at legislative change.
The
two explanations described above have very different implications for social
policy, especially in relation to how the problem of increasing marital
instability might be dealt with. Bilton et al. (1995) offer a legal explanation
and hence would see the solutions also being determined in this domain. If
rises in divorce are thought to be the consequence of liberal divorce laws, the
obvious way to stem this rise is to make them less obtainable. This approach,
one imagines, would lead to a reduction in divorce statistics; however, it
cannot really be held up as a genuine solution to the problems of marital
stress and breakdown in society. Indeed it would seem to be a solution directed
more at symptoms than addressing fundamental causes. Furthermore, the
experience of social workers, working in the area of family welfare suggests
that restricting a couple's access to divorce would in some cases serve only to
exacerbate existing marital problems (Johnson, 1981). In those cases where
violence is involved, the consequences could be tragic. Apart from all this,
returning to more restrictive divorce laws seems to be a solution little
favoured by Australians. (Harrison, 1990).
Hart
(cited in Haralambos, 1995), writing from a Marxist-feminist position, traces
marital conflict to changes in the capitalist economic system and their
resultant effect on the roles of men and women. It is difficult to know
however, how such an analysis might be translated into practical social
policies. This is because the Hart program would appear to require in the first
place a radical restructuring of the economic system. Whilst this may be
desirable for some, it is not achievable in the present political climate. Hart
is right however, to suggest that much marital conflict can be linked in some
way to the economic circumstances of families. This is borne out in many
statistical surveys which show consistently that rates of divorce are higher
among socially disadvantaged families (McDonald, 1993). This situation suggests
then that social policies need to be geared to providing support and security
for these types of families. It is little cause for optimism however, that in
recent years governments of all persuasions have shown an increasing reluctance
to fund social welfare programs of this kind.
It is
difficult to offer a comprehensive explanation for the growing trend of marital
breakdown; and it is even more difficult to find solutions that might
ameliorate the problems created by it. Clearly though, as I have argued in this
essay, the most useful answers are to be found not within a narrow legal
framework, but within a broader socio-economic one.
Finally,
it is worth pointing out that, whilst we may appear to be living in a time of
increased family instability, research suggests that historically, instability
may have been the norm rather than the exception. As Bell and Zajdow (1997)
point out, in the past, single parent and step families were more common than
is assumed - although the disruptive influence then was not divorce, but the
premature death of one or both parents. This situation suggests that in
studying the modern family, one needs to employ a historical perspective,
including the possibility of looking to the past in searching for ways of
dealing with problems in the present.
Question IV – 25 Marks
Question I (5Marks)
Direction:
Read each
sentence. Each question below
is followed by four responses. Choose the correct
answer that shows correct punctuation and capitalization for the
underlined words and
write
it in your answer sheet.
1.
Ann'as mother's shopping list is too long.
·
Anna's
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|||||
·
Annas
|
|||||
·
Annas'
|
|||||
·
Correct as is
|
2.
"Do you think it's okay" asked Emily,
"if I wear this outfit to school tomorrow?"
·
okay
|
|||||
·
okay,"
|
|||||
·
okay."
|
|||||
·
okay,
|
3.
"I fell asleep last night while I was studying for the math test,"
said Jacob to his classmate sitting
next to him.
·
test",
said
|
|||||
·
test"
said
|
|||||
·
test,"
said,
|
|||||
·
Correct
as is
|
4.
Toms' wife works in the same office as my brother.
·
Toms
|
|||||
·
To'ms
|
|||||
·
Tom's
|
|||||
·
Correct
as is
|
5. "Will you please drop this
letter in the mailbox for me on your way to school dad asked
Christian.
·
school?"
Dad
|
|||||
·
school?"
dad
|
|||||
·
school"
Dad
|
|||||
·
school?
Dad
|
Question 2 (5
Marks)
Direction: Change
the direct speech to indirect speech.
1. He asked, ‘When do you intend to make the payment?’
2. ‘Can you solve this problem?’ he asked me.
2. ‘Can you solve this problem?’ he asked me.
3 Alladin said to the magician, ‘What have I
done to deserve so severe a punishment?’
4. She asked, ‘What is it that makes you stronger and braver than other men?’
5. “Please call back later,”said the nurse, “ because Dr. Dorji is not in.”
4. She asked, ‘What is it that makes you stronger and braver than other men?’
5. “Please call back later,”said the nurse, “ because Dr. Dorji is not in.”
Question 3 (10
Marks)
Direction: Complete
the following sentences by choosing the correct responses from the alternative
given
in the bracket.
1. Perhaps
we ……………………. Singapore next month. (visit / will visit, be visiting)
2. The next term …………………. on Monday. (begin / begins / is beginning)
3. He will not come ………………….. it rains.(when/if/ but)
4. . He is …………………….. man in the village.(oldest/ the older/ the oldest)
2. The next term …………………. on Monday. (begin / begins / is beginning)
3. He will not come ………………….. it rains.(when/if/ but)
4. . He is …………………….. man in the village.(oldest/ the older/ the oldest)
5. Barking dogs ………………………..not bite.(does/
do/did)
6. She can speak English ………………….(good/well/ best)
7. I have been watching a lot of
films …………(late/lately/lacily)
8. The non-cooperative attitude of the
member will only ………………. the image of the society.(spoil/ oppose/
defame)
9. It is dangerous to intrude …………………. the
enemy camp.(into/ in/ through)
10. Please do not …………………. me now. I am
very busy. I will look into it tomorrow.(worry/ disturb/ distress)
Question IV (5
Marks)
Direction: Complete the
following sentences by choosing the correct form: either… or and neither…nor and
either/neither.
1. He cannot speak English. He cannot write
English.
2. Fold your arms. I won’t begin the lesson.
2. Fold your arms. I won’t begin the lesson.
3. Strong winds wrecked the ship. It ran into a rock.
4. James did not pass the test.
Peter did not pass the test
5. She has not eaten anything in two days. She hasn’t slept either.
5. She has not eaten anything in two days. She hasn’t slept either.
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